Knowledge

Skills

Capabilities

Knowing or understanding

• the steps in a process

• who to involve and when

• how to undertake a task

• legislation, policies or rules

of a subject/issue

• how something works

• how to use a system

Being able to:

• do a task

• complete a process

• involve and communicate with others

• use a system

• interpret and analyse information

Applying knowledge and skills to:

• solve problems

• make decisions

• exercise judgment

• build relationships

• work out what needs to be done

70% is structured on-the-job learning or learning from experience;

20% is relationship-based learning or learning through other colleagues; and

10% is formal learning or learning through structured courses and programs.

On-the-job learning

• Working on a new project (individually or with other colleagues).

• Completing different tasks and being given feedback on the completion of those tasks.

• Following a procedure manual or online tutorial while completing a task.

• Taking on a new role.

• Working with a new process or system.

• Completing tasks which usefully challenge or ‘stretch’ someone so they learn something new (known as stretch assignments).

• Participating in a corporate activity or committee.

• Shadowing or pairing with another team/staff member or more senior staff member.

• Completing research.

• Job rotation or secondment.

• Self-evaluation and reflection.

Learning through other colleagues

• Talking with, or receiving a brief from an expert or more experienced person.

• Sharing knowledge/insights with other colleagues.

• Presenting to the team following training.

• Observing colleagues under the direction of the supervisor or manager “why not ask X if you can go with them so you can see…”

• Participating in online forums.

• Peer supervision “how do you think I did there? What would you have done”

• Discussing and seeking feedback.

• Being coached or mentored (some workplaces have ‘buddy’ systems” which provide mentors to new staff)

• Mentoring, coaching or teaching other colleagues (often the best way to learn)

• Networking (meeting and talking with others who share your professional interest or role in a different team or part of the service)

Courses and Training

• Attending courses.

• Team training.

• Reading books, journals or articles.

• Completing online learning modules or computer training.

• Further study.

• Internet research.

Think about what you would like to achieve in the working part of your life in the future. Think about the next 12 months or longer.

Imagine you are 1 year down the track – what would you like to be able to say about what you have achieved at work?

• Have you taken on leadership responsibilities? Do you now feel confident in your job? What outcomes have you been successful in achieving?

• What job are you doing or what type of work are you doing?

• What skills and knowledge do you have?

• In what ways do you find the work fulfilling and enjoyable?

Now think about the same questions for 5 and 10 years down the track.

How will you make this happen?

Do you need to know about:

• Whether this is possible/realistic?

• What you need to do – what are the steps to getting there?

• Do you need some qualifications? More experience? Both?

• Who can help you?

• How have others achieved this?

• What initiatives or resources may be available to help you?

Where can you find this information?

How will you get the knowledge, skills and experience to achieve your career goals?

Think about:

• How you can develop in your current role? Is your current role giving you the experience you need to develop your skills and knowledge so that you can reach your career goals?

• Reflecting or ‘thinking back over’ everything you do at work turns work into one big learning opportunity.

• What learning and development activities can help you build the knowledge, skills and experience (keeping in mind the 70:20:10 model)?

• What other activities outside of your team you can get involved in? Can you suggest swapping your job for a day with someone in another department to find out more about what they do? Could you ‘shadow’ a colleague from another section to learn a particular skill that they have?

• What activities can you/are you prepared to undertake outside of work (e.g. volunteer roles, involvement in professional associations)?

What relationships do you have that can help you achieve your career goals?

Think about:

• How your supervisor/manager can help or support you.

  • Can they sign off on the 1 hour per week ‘shadowing’ exercise that you have organised?

  • Can they put you in touch with a professional association that you could join?

  • Can they recommend and nominate a network that you could join?

  • Might you ask them to agree some flexible working arrangements so that you can undertake a longer –term formal course?

• Which colleagues or friends can you learn from? Who do you admire professionally and what is it they do that you wish you could do more or better?

  • Consider setting up a coaching or mentoring relationship (a coach helps you to decide what you want or need to do and a mentor helps you to do it in a practical sense). These relationships can be as formal or informal as you want and with anyone who you trust or admire professionally.

  • What about joining an ACTPS network? Or how about setting one up with people from different teams who do similar work to you?

Golden rule: Talk to others and let them know what you are trying to achieve and how they can help.

Talk about your professional and career development as part of your performance discussions.

Employees

Supervisors/managers

• Reflect on:

• what you are comfortable doing – your strengths

• what you could do better – areas for development

• areas you would like to support your career development

• Be prepared to talk about your performance challenges

• Think about ways you would like to be stretched in your job

• Bring your thoughts on any development opportunities you want to pursue to the meeting

• Be realistic about what can be achieved taking into account time and resources available. Take into account:

  • Current and future workloads and priorities

  • Staffing issues (e.g. timing of leave)

  • Whether any direct costs can be met within the budget

• How you will implement what you have learned and developed in the workplace

• Reflect on:

• what the employee is comfortable doing – their strengths

• what they could do better - areas for further development

• development that would support their career development

• Be realistic about learning and development options – reflect on what is available and possible and be careful not to create expectations that cannot be met

• What support you can provide

• on-the-job learning opportunities

• mentoring or coaching

• sharing your knowledge

• How the impact of learning and development will be implemented and monitored